CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
B. Discussion
“I considered it's more global now that we can see each student's conduct.
Since student profiles are long, it won't bother you. Like yesterday's report card, kids had to describe. Imagine recording students' whole selves and traits. It's conceivable, but it takes hours and days, and the teacher may not be able to memorize every student's traits due to time constraints and other duties. Someone explicitly applied the algorithm yesterday, but it contained prior learning achievements. Descriptions assess student values. A's English learning accomplishment 1 score is low—why? Thus, the description. Thus, identifying learning outcomes with low grades and providing a description does not help student A understand. The report card description is clear.”
In addition to the school institution's lack of comprehension of the Merdeka curriculum, it turns out that the English proficiency of the teacher is also an obstacle to the elementary school learning process:
“A lack of English vocabulary proficiency hinders the learning and teaching process in the classroom. Therefore, it easier if the textbook includes vocabulary that is truly required as supplementary student knowledge, but it can handle by the teachers to covers about what needed by the students.”
the essential material to make students more have time to comprehend the lesson and explore themselves of competencies.51
The benefit of Merdeka curriculum:52
There are several benefits associated the implementing of Merdeka curriculum as the current curriculum:
a) Simpler and deeper
Focus on essential materials and development competence of learners in the phase. Learn to be more deep, meaningful, unhurried, and enjoyable.
As the English teacher said in the interview above, that was proven with the concept of Merdeka curriculum which is the material covered in simple information, so that it must more in depth because teacher should have creativity and initiative to explore the lesson from the other sources, not only depend on printed book that given from government. Therefore, allowing teachers and students to develop their own subject matter.
Also, this benefit of Merdeka curriculum very assist the teacher to specified or clear the characteristic about test result of students. For instance, teacher make a statement that students not comprehend a number yet.
b) More independent
Teachers teach according to the stage of achievement and development learners. Schools have the authority to develop and manage curriculum and learning in accordance with characteristics of the education unit and students. Teacher follow every single of students’ development. If students not know yet about the material, so that teacher explained slowly and clearly. Also, teacher give some material that really needed by students related to their life.
c) More relevant and interactive
51 Dwi Nurani, et al., Serba-Serbi Kurikulum Merdeka Kekhasan Sekolah Dasar…, p. 7.
52 Ibid, p. 5.
Learning through project activities provide more opportunities for students to be active explore actual issues for example environmental, health, and more to support development character and competence Pancasila Student Profile. This is related to an article “Curriculum Innovation “Independent Learning” In The Era of Society 5.0”. This article aimed to know what are the main from Merdeka curriculum and what the innovation in this curriculum that have developed. Written by Mira Marisa student of Islamic Education Management Master Program, UIN Raden Fatah Palembang, South Sumatera 2021 which resulted about curriculum today is focus about free to learn, which is strives to the role of technology which is human’s need today. So that, those kind of technology can integrate to another. Students learn from other sources and get what they want to know, also to make enjoyable and happy, so they are not feel boring in learning.
Several new terms have been added to the Merdeka curriculum, including:
a) Academic Achievement (CP)
In the 2013 curriculum, the terms KI and KD have been replaced by Learning Outcomes, or CP. Learning Achievement (CP) is the learning competency that students need to reach at each phase, beginning with the foundation phase on PAUD. If comparable to a road trip, CP provides an estimated destination and the time available to reach it. To accomplish the goal, the government divided the process into six phases. Each phase lasts between one and three years.53 In the Learning Outcomes format, there is no longer any divide between knowledge, skills, and attitudes; rather, all of these elements are combined and integrated into a single paragraph. Based on the division of phases, learning outcomes are determined. Each phase is described in terms of general knowledge, skills, and competencies, which
53 Panduan Pembelajaran dan Asesmen, Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Menengah: BADAN STANDAR, KURIKULUM, DAN ASESMEN PENDIDIKAN KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA. 2022. p. 11.
are then interpreted into learning capabilities based on elements mapped according to student development.
b) Learning Objectives Flow
Educational Objectives Flow or ATP has replaced syllabus in the 2013 curriculum. ATP is a series of learning objectives that are systematically and logically organized in accordance with the learning sequence from the beginning to the conclusion of a phase. Teachers and students use this ATP as a guide to accomplish learning outcomes at the end of the phase. The learning objectives component is comprised of three elements: competence, content, and variety. The progression of learning objectives across all phases defines the scope and stages of learning, which in turn describe the stages of competency development across phases and educational levels.
c) Teaching module (MA)
The term Teaching Module or MA (Modul Ajar) has replaced lesson plans in the 2013 curriculum. Just like lesson plans, teaching modules arfilled with different learning materials, student activity documents, and assessments to check whether learning objectives are achieved by students.
There are two types of Merdeka Curriculum Teaching Modules, namely the General Teaching Module for the learning process which is required for all subject teachers and the Special Teaching Module for the Strengthening Pancasila Student Profile Project (P5) which is dedicated to developing the Pancasila Student Profile project.
d) Profile of Pancasila Student
Pancasila Student Profile is the new term in Kurtilas for PPK or Strengthening Character Education Pancasila students illustrate Indonesian students as lifelong learners who possess global competence and behavior themselves in accordance with Pancasila values, which include the following six characteristics: faith, great respect for God Almighty and moral strength, global diversity, cooperation, independence, critical reasoning and creativity.
e) Learning Objectives Accomplishment Standards (KKTP)
The Learning Objectives Achievement Criteria (KKTP) is originally isolated from an assessment indicator of a learning objective that reflects the achievement of competency in a certain learning objective. KKTP serves to reflect on the learning process and diagnose the level of mastery of student competencies so that teachers can improve the learning process and/or provide students with appropriate program leading.
f) Teaching at the Right Level (TaRL)
Obviously, every teacher has experienced pupils who are extremely quick learners and others who are slow to comprehend the presented material. This is possible because it is influenced by numerous variables.
One of the possible causes could be that the student's level does not match the level or learning achievement defined. Teaching at the right level (TaRL) is a learning approach that does not refer to the class level, but refers to the student's ability level. This is what distinguishes TaRL from other approaches. The solution to the problem of comprehension spaces in the classroom can be found in TaRL. The way English teacher explained the material about O’clock (Time) in order to train students’ ability to apply in daily life, so that the teacher use teacher questioning by give some question and students answer by their own thoughts. So that, the teacher claimed that by use that method can useful in real life.
The implementation of Merdeka curriculum in teaching English at SDN 1 Purwanegara was found that English subject is taught by the teachers who have not English education background. This subject is only taught by the teachers who have basic education background. From the preliminary observation, the teachers have problems in teaching English to young learners; a lack of vocabulary and less- experience in making lesson plan of current curriculum.
Prior to teaching, there are multiple phases of preparation for the English teacher at 4th grade of SDN 1 Purwanegara, as revealed by the chapter's interview findings. This is comparable to the figure of expert R.D. Conners about educational
interaction phases theory: phase of pre-teaching, inter-teaching, and post- teaching.54
a) Phases of Pre-Teaching
Based on the decision of the head of BSKAP number 044/H/KR/2022, there are three options for implementing the Merdeka Curriculum that can be applied, namely Mandiri Belajar, Mandiri Berubah, and Mandiri Berbagi. In implementing the Merdeka Curriculum, SDN 1 Purwanegara Banyumas chooses Mandiri Berubah so that there is flexibility for educational units in implementing the Merdeka Curriculum by the school is permitted to use or utilize the government-supplied teaching devices in a manner that is specific to the characteristics of the educational unit or the students in each school.
In the planning stage, the teacher prepares Alur Tujuan Pembelajaran and Modul Ajar. Based on the findings described above, the teacher makes Alur Tujuan Pembelajaran and Modul Ajar based on the templates in the school. This is in accordance with the concept of Modul Ajar that education units can use various teaching tools, including Modul Ajar or lesson plan, with various components and formats according to the characteristics and needs of students.55 Teachers must create an annual curriculum implementation plan, semester program, lesson unit plan, and teaching program plan during this phase.56 Also, during which the teacher can prepare the appropriate learning process planning. As well as what teaching instruments and methods are employed, as well as how materials are organized to facilitate student comprehension. So that, the teacher completes the preparation stage by preparing necessary materials, such as the teaching module. The modules taught in SDN 1 Purwanegara, particularly those relating to English,
54 Syaiful Bahri Djamarah, Guru dan Anak Didik dalam Interaksi Edukatif (Jakarta: PT Asdi
Mahasatya, 2014), p. 53.
55 Kemendikbudristek, Kebijakan Kurikulum, (Jakarta: Badan Standar Kurikulum dan Asesmen Pendidikan, 2022).
56 Ibid, p. 53.
originate from the government. Phase-based classification, with class 4 representing phase B. The government has arranged access to learning for phase B, leaving the educational unit on its own. However, this does not prevent associated teachers from providing additions or clarifications. English teacher give some additional material according to the students need or the goal want to achieve. This is related to the thesis entitled "Teachers' Perceptions About the Concept of Merdeka Learning by Mendikbud Nadiem Makarim in Islamic Religious Education at MTs Negeri 3 Sleman" from Atika Widyastuti, a student majoring in Islamic Education at the Islamic University of Indonesia, Yogyakarta 2020.
Teachers assumed that Merdeka curriculum very helpful to change or minimize of making or lesson plan because in early, lesson plan should more minimize. Student and teacher are having a freedom in doing the class because system of education is depending on learning needs of school. So, in the preparation of lesson plan prove that it can make teachers feel easy because in arrange the lesson plan really based on the students need and conditions.
b) Phase of Inter-Teaching
According to decree of the Minister of Education, Culture, Research and Technology Number 56 of 2022, the implementation of the Merdeka curriculum is carried out in the context of learning recovery and as a complement to the previous curriculum. Based on the findings above, SDN 1 Purwanegara implements the Merdeka Curriculum in the academic year 2022/2023, namely in the first year by implementing it in fourth grade.
The implementation of the Merdeka Curriculum in teaching and learning has been implemented by the teacher in every stage, starting from the opening stage, the implementation stage, and the closing stage.
From the findings that have been presented, the teacher always gives trigger questions to students in the opening stage, which is a trigger question that is also one of the characteristics in the implementation of
the Merdeka curriculum. Trigger questions serve to increase student participation and allow students to immediately enter into the topic being discussed. In addition to providing trigger questions, the implementation of the Merdeka curriculum in teaching and learning is also carried out with differentiation learning.
Learning in the Merdeka curriculum strengthen differentiated learning according to the stage of student achievement. Differentiated learning is learning that accommodates students' learning needs. The teacher facilitates students according to their needs, because each student has different characteristics, so teacher cannot be given the same treatment. As the result found before that the teacher has implemented the Merdeka Curriculum in teaching learning English. This is evidenced by the provision of learning materials that vary according to the understanding of students. Where the teacher makes adjustments in learning with differentiation based on student learning readiness. The teacher provides simpler content for students who are less ready to learn and provides more complex material for students who are very ready to learn. The purpose of differentiated learning in this Merdeka curriculum is to be able to achieve the expected learning goals for each student.57
Based on research findings, teachers have also implemented learning implementation cycles in the Merdeka Curriculum. The teacher conducts pre-tests before learning. Conducting an assessment at the beginning of learning aims to assess the readiness of each individual student to learn the material that has been designed.58 The teacher also makes adjustments for students based on the result assessment. Then, the teacher carries out learning with formative assessment methods.
Implementation of learning using formative assessment methods are used
57 Kemendikbudristek, Kebijakan Kurikulum, (Jakarta: Badan Standar Kurikulum dan Asesmen Pendidikan, 2022).
58 Kemendikbudristek, Kebijakan Kurikulum, (Jakarta: Badan Standar Kurikulum dan Asesmen Pendidikan, 2022).
to monitor learning progress.59 In the end of the lesson, the teacher conducts post-tests. Carrying out an assessment at the end of learning is carried out to determine the achievement of learning objectives.60
In addition to differentiated learning, the Merdeka Curriculum also emphasizes the character of Pancasila students. This is in accordance with the basic framework of the Merdeka Curriculum which is based on the goals of the National education system and national education standards and develops the Pancasila Student Profile.61 The character of the Pancasila student profile is a number of characters and competencies that are expected to be achieved by students based on the noble values of Pancasila. The profile of Pancasila students is built in everyday life in every students through school culture, intra-curricular, co-curricular and extra-curricular learning.62
Based on the findings above, Pancasila student profiles have been implemented in learning English. As for them, such as the teacher connecting each material with the Qur'an, it is hoped can be achieved one of the elements of the Pancasila student profile, namely faith and piety.
Besides that the teacher also carries out learning in groups which is a form of mutual cooperation in the Pancasila student profile. There is also the application of learning from the teacher which is interactive and based on student findings, so as to make students more creative and reason critically according to the profile of Pancasila students.
59 Kemendikbudristek, Kebijakan Kurikulum, (Jakarta: Badan Standar Kurikulum dan Asesmen Pendidikan, 2022).
60 Kemendikbudristek, Kebijakan Kurikulum, (Jakarta: Badan Standar Kurikulum dan Asesmen Pendidikan, 2022).
61 Nisa’, Z., “Implementasi Keterampilan Pembelajaran Abad 21 Berorientasi Kurikulum Merdeka
Pada Pembelajaran Projek Penguatan Profil Pelajar Pancasila di SMP Al-Falah Deltasari Sidoarjo”, Universitas Islam Negeri Sunan Ampel Surabaya.
62Kurikulum.kemdikbud.go.id. (2021). Kurikulum Merdeka.
http://kurikulum.kemdikbud.go.id/kurikulum-merdeka/ (Retrieved on Juli 5, 2023).
Based on the findings that have been presented, learning outcomes in the Merdeka Curriculum are arranged per phase.63 This is done as a simplification effort so that students have time to master the competency.
It can provide opportunities for students to learn according to their level of achievement, needs, speed, and learning style. So that, teachers can adjust learning in harmony with the conditions and characteristics of students. On the other hand, the allocation of lesson hours in the Merdeka Curriculum is written in total in one year according to the circumstances, needs and characteristics of the education unit.64
Merdeka Belajar can be an indicator of learning innovation in the era of technological development through the use of technology in the learning process. The use of technology can add to the attractiveness of presenting material, there by spurring teachers to be more media literate.
Based on the findings above, even though SDN 1 Purwanegara has textbooks as learning resources, teachers always make use of interactive media such as videos and PowerPoint as learning media. Interactive learning will make students more interested and able to develop their competence and create a fun learning atmosphere.
This phase involves interaction between teacher and students, students with students, students with pupils, pupil in a group, or student individually. This phase entails the execution of what has been planned.
Several factors must be considered at this stage of instruction, including:
1. Class administration and control 2. Information delivery
3. Use of verbal and nonverbal behavior 4. Stimulate the child's response
5. Consider the principles of learning
63 Nisa’, Z., “Implementasi Keterampilan Pembelajaran Abad 21 Berorientasi Kurikulum Merdeka
Pada Pembelajaran Projek Penguatan Profil Pelajar Pancasila di SMP Al-Falah Deltasari Sidoarjo”, Universitas Islam Negeri Sunan Ampel Surabaya.
64 Nisa’, Z. “Implementasi Keterampilan Pembelajaran Abad 21 Berorientasi Kurikulum Merdeka Pada Pembelajaran Projek Penguatan Profil Pelajar Pancasila di SMP Al-Falah Deltasari Sidoarjo”. Universitas Islam Negeri Sunan Ampel Surabaya: 2022.
6. Identification of learning issues 7. Consider individual differences 8. Assess interactional activities
Throughout the learning phase, teachers conducted periodic evaluations in order to track their pupils' improvement. In addition, the final evaluation of learning is essential. It serves to determine whether the learning goals were achieved and aids in the planning of future learning. In this stage, interaction between teacher and student, student and student, and student group or individual student occurs. This limitation to interaction includes a lot of an activity centered on the teacher and an activity centered on the students. Following are some aspects to consider during the teaching phase. They are using a common method and step by step in the class.
As mentioned by English teacher, he used teacher questioning as method of learning. Students give a question and find the answer, although it is sounds easily, that can provide challenge for student to think critically and naturally as in the field situation because they still like playing games, singing songs, saying rhymes and introducing their own thoughts and ideas.65
Exchange 1: How to Answer if there are someone who ask what the time is it…?
T: Now today we are going to discuss about O’clock: Time. Have you ever met foreigners?
S: No
T: If you guys meet them and they are asking for help about time, did you know how to say about Time in English?
65 Yulian Purnama, Op.cit., pages 30.